DEAF STUDENTS AND LEARNING OF CHEMISTRY

Inclusive education has been increasingly on debate at present and special education faces the great challenge of promoting inclusion. Regarding to hearing-impaired students (deaf students), the legal aspect relating to providing a Translator and Interpreter of Brazilian Sign Language (Libras) to be with students has been carried out, which does not necessarily guarantee learning access, since there are communication barriers between teachers and deaf students, lack of knowledge on deafness and isolated methodological adaptations in the classroom. The Interpreter does not have specific knowledge regarding course syllabus from a variety of disciplines. Chemistry presents specificities in its concepts that require abilities for its transmissions and when it comes to involving deaf students, it seems clear the importance of teacher' competences to deal with the challenges as a mediator. This work aimed at teaching a medium-term course for deaf people in Barbacena / MG, enabling them to understand chemical processes in the laboratory, in their descriptive aspects, as well as their action on them, in order to provide desired effects in their daily lives, being able to look for the continuity of their training by applying the acquired knowledge, as well as to associate it with routine activities. The deaf students' inclusion has been promoted.